Tuesday October 4th--
5 things students must do everyday
1. Reading to self
2. Reading to someone
3. Listen to reading
4. Working on writing
5. Spelling/Word Work
Purpose + Choice = Motiviation
Getting started you need....
1. Community
2. Sense of Urgency
3. Stamina
4. Trust
5. Choice
6. Stay out of the Way
Resources for printables for students--
printed books from http://www.hubbardscupboard.org/printable_booklets.htmlor that I find on the internet, reader’s theater scripts, and scholastic newsletters that have stories. You can limit the number of actual books students have in their book box (a good rule is their age equals how many books they get) depending on the size of your classroom library.
Tuesday January 31st -- Things to think about....
Please bring something pertaining to the Daily Five to share. It may be a lesson you tried, an anchor chart, an organizational/teaching tool, an experience that you have had with your students, or a change in your philosophical approach to reading instruction.---I brought along and shared my 'Connect 4' boards that I use with my students.
Please use a Post It to mark an idea/quote in Chapter 4 that you either found interesting, disagreeable, or an idea in which you had an “ah-ha” moment. --Our current reading series doesn't get kids noses in books like it should.
Please use a Post It to mark an idea/quote in Chapter 5 that you either found interesting, disagreeable, or an idea in which you had an “ah-ha” moment.
Notes from the meeting Chapter 4: Read to Self
Each person in the group should share an idea/quote that they found interesting, disagreeable, or an idea in which they had an “ah-ha” moment.
Discuss the three ways to read a book.
What are your thoughts/concerns on behavior issues (p. 54)? Discuss pros and cons of giving up teacher control (such as no eye contact or no managing by proximity).
Why is it important to model both appropriate and inappropriate ways of literacy tasks?
Chapter 5: Read to Someone
Each person in the group should share an idea/quote that they found interesting, disagreeable, or an idea in which they had an “ah-ha” moment.
Define EEKK and describe what it looks like in your classroom.
Choose two people in the group to model “Check for Understanding” (pp.64-65).
Why is it important to refrain from reinforcing good behavior? What challenges might you face as a teacher?
Choose two people in the group to model: “I read, you read” and “Read a different book” (pp.68-69).
Choose two different people to model: “Being a Reading Coach” (pp.73-74).
Brainstorm a list of ideas and strategies for implementing “Listen to Reading” in your classroom. Keep in mind the resources we have in Hartford Jt. 1.
Conclusion: Share your ideas
Share your ideas with your group.
Tuesday February 14th
Ending Discussion Questions-- Daily 5 Q&A Where/how does this fit into the series? Implement bits and parts
Doesn’t’ fit in series—different philosophy. What does admin want?
Read to self/someone can be done regardless of series
Word work can include high frequency words/spelling words
Combine series lessons to make time on other days for Daily 5/other activities
Be ok with change and be flexible
Collaborate with teams on ways to restructure daily lessons/activities
During guided reading/centers
Less teacher talk, more gradual release of responsibility/accountability
Where can we “take” time from for more quality, face-in-a-book reading?
Right after recess, restructure reading block
In the morning while everyone is getting settled
Content areas
Allow for reading room for inside recess
Done with work
Omit something else
How would this look in intervention?
Read to someone, read to self
Listen to reading for 10 min as students assemble
Prioritize components to know which are critical
Students choose leveled books
Use Daily 5 language
During progress monitoring weeks
Buddy up with other classes/intervention groups for read to someone
What can I use for Word Work? Spelling list words
High frequency words
Content area vocab words
Word wall words
Fun/fancy materials: wiki stix, smelly markers, magnets, stationary, bingo markers, shaving cream, salt, stampers, etc.
Word sorts, spelling patterns
Smartboard
Write the room (ie: find words that start/end with ‘b’)
5 things students must do everyday
1. Reading to self
2. Reading to someone
3. Listen to reading
4. Working on writing
5. Spelling/Word Work
Purpose + Choice = Motiviation
Getting started you need....
1. Community
2. Sense of Urgency
3. Stamina
4. Trust
5. Choice
6. Stay out of the Way
Resources for printables for students--
Tuesday January 31st --
Things to think about....
- Please use a Post It to mark an idea/quote in Chapter 5 that you either found interesting, disagreeable, or an idea in which you had an “ah-ha” moment.
Notes from the meetingChapter 4: Read to Self
- Each person in the group should share an idea/quote that they found interesting, disagreeable, or an idea in which they had an “ah-ha” moment.
- Discuss the three ways to read a book.
- What are your thoughts/concerns on behavior issues (p. 54)? Discuss pros and cons of giving up teacher control (such as no eye contact or no managing by proximity).
- Why is it important to model both appropriate and inappropriate ways of literacy tasks?
Chapter 5: Read to Someone- Each person in the group should share an idea/quote that they found interesting, disagreeable, or an idea in which they had an “ah-ha” moment.
- Define EEKK and describe what it looks like in your classroom.
- Choose two people in the group to model “Check for Understanding” (pp.64-65).
- Why is it important to refrain from reinforcing good behavior? What challenges might you face as a teacher?
- Choose two people in the group to model: “I read, you read” and “Read a different book” (pp.68-69).
- Choose two different people to model: “Being a Reading Coach” (pp.73-74).
- Brainstorm a list of ideas and strategies for implementing “Listen to Reading” in your classroom. Keep in mind the resources we have in Hartford Jt. 1.
Conclusion: Share your ideasTuesday February 14th
Ending Discussion Questions--
Daily 5 Q&A
Where/how does this fit into the series?
Implement bits and parts
- Doesn’t’ fit in series—different philosophy. What does admin want?
- Read to self/someone can be done regardless of series
- Word work can include high frequency words/spelling words
- Combine series lessons to make time on other days for Daily 5/other activities
- Be ok with change and be flexible
- Collaborate with teams on ways to restructure daily lessons/activities
- During guided reading/centers
- Less teacher talk, more gradual release of responsibility/accountability
Where can we “take” time from for more quality, face-in-a-book reading?- Right after recess, restructure reading block
- In the morning while everyone is getting settled
- Content areas
- Allow for reading room for inside recess
- Done with work
- Omit something else
How would this look in intervention?- Read to someone, read to self
- Listen to reading for 10 min as students assemble
- Prioritize components to know which are critical
- Students choose leveled books
- Use Daily 5 language
- During progress monitoring weeks
- Buddy up with other classes/intervention groups for read to someone
What can I use for Word Work?Spelling list words
- High frequency words
- Content area vocab words
- Word wall words
- Fun/fancy materials: wiki stix, smelly markers, magnets, stationary, bingo markers, shaving cream, salt, stampers, etc.
- Word sorts, spelling patterns
- Smartboard
- Write the room (ie: find words that start/end with ‘b’)
- Word pyramids
CCa
Cat
- Word hunts
- Configuration boxes
- Find words in authentic text
How can I foster more independent writing time?How can I make this [Daily 5] work?